artseco scholars joelle worm, artseco...

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ArtsECOScholarsJoelleWorm,ArtsECODirector

UWMLessonPlanTemplate(adaptedfromPSOAArtEducationArea)

Name: NaomiSnortum Email: LessonTitle: TrevorPaglen–SocietiesSecrets #ofSessions 1Level/Grade/Age: MiddleSchoolBIGIDEA(Describehowthebigideaisimportanttothisagegroupinrelationtostudentassetsandthecontentarea):TrevorPaglen’sfocusinphotographyiscapturingsecretskeptfromthepublic.Hephotographsgovernmentbasesatadistanceandquestionswhatthepublicisn’tallowedtosee.Thisrelatestothebigideaoftheunitplan,notknowing,becausehisinvestigativephotographyrevealssomeoftheunknownbutstillleavetheviewercurious.OBJECTIVESANDNATIONALSTANDARDS:Form&Structure(i.e.,howdoesthelessonallowstudentstoanalyzeanddemonstrateartmakingapproachesusingartelementsandprinciplesofdesigntoconveymeaning?)Interpretingart:StudentswillpracticeandarticulatelyemployFeldman’smodelofartinterpretationbydescribing,analyzing,interpretingandjudgingTrevorPaglen’swork.Standard8:Interpretintentandmeaninginartisticwork.VA:Re8:1.7a:Interpretartbyanalyzingartmakingapproaches,thecharacteristicsofformandstructure,relevantcontextualinformation,subjectmatter,anduseofmediatoidentifyideasandmoodconveyed.Production(i.e.,howdoesthelessonallowstudentstoanalyzeandusetechniquesandmaterialsthroughmethodsofexperimentationandinvestigationtodevelopartand/ordesign?)Developingworksofart/design:• StudentswilltakephotosinthestyleofPaglenbyinvestigatinglandscapesoftheunknownthrough

photography.ThiswillbeachievedbyphotographinglandscapesofplacesoffofthepropertyofIDEALfromthepropertyofIDEAL.

• ToreplicatethenaturalfilterPaglenachievesthroughphotographingatsuchalargedistance,studentswillcreatehandmadefiltersthattheywillsecureinfrontofthecameralenswhileshootingtheirimages.Standard2:Organizeanddevelopartisticideasandwork.VA:Cr2.1.6a:Demonstrateopennessintryingnewideas,materials,methods,andapproachesinmakingworksofartanddesign.

Context(i.e.,howdoesthelessonallowstudentstorelatearttopersonal,social,culturaland/orhistoricalperspectives?)• Relatingtoartcontext:Studentswillpracticerelatingarttocontextthroughknowledgeablyapplyingthe

academiclanguagetaughtinthelessonwhile:• WritingabouthowPaglen’sphotographyinspiredtheirphotography.• Writingabouthowtheyusedtheacademiclanguagetoachievetheirfinalimages.• Writingabouthowcuriosityinfluencedtheirimage.Standard9:Applycriteriatoevaluateartisticwork.PersonalPerspective(i.e.,howdoesthelessonprovideopportunitiestostudentsforpersonalchoiceswithcontent,methods,orstyles?)VA:Re9.1.6a:Developandapplyrelevantcriteriatoevaluateaworkofart

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UWMLessonPlanTemplate (adaptedfromPSOAArtEducationArea)ACADEMICLANGUAGETOBEINTRODUCEDTHROUGHOUTLESSON:Academiclanguagetobeused: TrevorPaglen:AcontemporaryartistwhocapturesUSsecretsthrough

photography.Filter:Acameraaccessoryusedtochangeordistorttheimagebeingtaken.Composition:Thewayinwhichvisualelementsarearrangedinanimage.Frame:Theimaginaryborderenclosingacomposition.Photography:Theprocessofrecordingimagesoflifethroughplannedframingwithacamera.Focus:Theclearandsharplydefinedconditionofanimage.Investigation:Detailedorcarefulexamination.

Whereacademiclanguagewillbepracticed(i.e.throughwritingandartmaking):

AcademiclanguagewillbepracticedatthebeginningofthelessonduringthelookingandtalkingsegmentwhileinterpretingPaglen’swork.ItwillbepracticedagainattheendofthelessonthroughawritingexercisewherestudentsexplainhowtheydrewinspirationfromPaglenintheirownimages,howtheyusedtheacademiclanguagetocreatetheirimagesandhownotknowinginfluencedtheirimage.

LANGUAGEFUNCTIONUSEDTHROUGHOUTLESSON:Typeoflanguagefunction: InterpretationEmphasisoflanguagefunction(describethemainpurposeofusingthislanguagefunctionforyourlesson):

Studentswillpracticethelanguagefunctiondiscoursewhilewritingtheirinterpretations.Afterdescribingandanalyzingapiecetheywillbeaskedtousethoseideasinordertoformulateaninterpretation,thiswillhelpthestudentsunderstandthatinterpretationsareargumentsandneedtohavereasonandevidencetosupportthem.

Wherelanguagefunctionwillbepracticed(i.e.,throughwritingandartmaking):

Whileinterpretingart,duringthelookingandtalkingsegment,studentswillpracticedescribing,analyzing,interpretingandjudgingwhilelookingattheworksofTrevorPaglen.

UNITorLESSONDETAIL(provideforeachlessonsession):Motivation/introduction: LookingandTalkingAboutArt

QuestionsbasedonImages:Essential:Howcancuriositypoweryourartmaking?Scaffolding:Describe5visualelementsoftheimageyouchose.Analyzehowdoyouthinktheimagewascreated?Interpretthemeaningorpurposeoftheimageyouchose?Judgehowdoesthepiecemakeyoufeel?

ArtMaking: Supplies:6iPads,photopaper,cardboardtubes,Vaseline,saranwrap,rubberbands,coloredsand,glitterglue,looseglitter,q-tips,largepapertocoveronetablewherelooseglitterwillbeused.Teacherinstruction:Teacherwillmodeldevelopingcraftwhilemakingahandmadefilterwithrubberbands,atube,saranwrap,Vaselineandglitter.ShewillthenmodelenvisioningwhileapplyingtheVaseline,andaskthestudents“whatpartoftheimagedoIwanttobeinfocusandwhatpartoftheimagedoIwanttobeoutoffocus?”Afterthefilteriscraftedshewillmodelworkingwithapartnertosecurethefilter,it’seasierifsomeoneholdstheiPadupwhiletheotherstretchesthe

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rubberbandsaroundit.Finallyshewillmodelobservingwhilechoosingacompositionbasedonwhatelementsshewantstobethefocusofthephotoandwhichelementsarelessimportant.Beforeshootingthephotoshewillquestionthestudents“Whatcompositionlooksbetter?Whatmooddoesthisangleconvey?”Studentsatwork:Studentswillusetube,saranwrap,Vaseline,glitterandotheroptionalsuppliestocreatetheirfilter.• StudentswillworkapartnertosecuretheirfiltertotheiPad.• Asawholegroupwewillgooutsidetotakelandscapephotosin

thestyleofTrevorPaglen.Teacherinstruction:Afterstudentshavetaken10ormorephotoswewillregroupbackintheclassroomforademoonediting.Theteacherwillmodelquestioningwhilelookingthroughher10images.Shewillchooseimagesbasedonthethreequestionsonthelastpageoftheinstructionalpacket“wheredidyoudrawinspirationfromTrevorPagleninthisphoto?”,“whendidyouusetheacademiclanguagewhilephotographingthisimage?”and“howdidnotknowinginfluenceyouwhentakingthisphoto?”.Usingthesequestionsasaguidetochoosingtheirimageswillhelpthestudentsanswerthequestionsintheirpacketlater.Shewillthenmodelhowtoemailtheimagestotheteacheremail.Studentsatwork:

• Studentswillbeginbychoosingthreeimagesbasedonthequestionstheyhavetowriteaboutinthepacket.

• Studentswillemailtheirimagestotheteacher.• Studentswillanswerthequestionsinthepacketbasedontheir

chosenimages.Closure:Studentswillcleanuptheirfiltersandtalkwiththeirtableaboutthephotosthey’vechosen.AttheendofclassstudentswillputawayiPads.

ADAPTATIONS: Manyofthestudentsinmyclasshaveahardtimevoicingtheirideaswhenput

onthespot.Ihaveimplementedtimetowritedownideasbeforeansweringtotheclass.IalsohaveastudenthasanIEPwhoseemstogetlostwhenaskedtoworkonmorethanonetask,soIwillvisithimfrequentlytogivehimonetasktoworkonatatime.

RELEVANTTHEORIES: Constructivism(Vygotsky,1978),Feldman’smodelofartinterpretation(Feldman,1994),Studiohabitsofmind(Hetland,Winner,2013).

ASSESSMENTS: Initial(formal/informal):Iwillbeginbyassessingstudent’sknowledgeofphotographyatthebeginningofthelessonbyaskingthemabouttheirsuccessesintakingphotographyinthepast.IwillusethistogaugethelevelofdepthIneedtogointowhenmodelingtothem.Iwillnotestudentswhomayneedadditionalhelpandgivethemoneon

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oneduringtheart-makingsegment.Progressive/Formative(formal/informal):Iwillassessstudentsduringstudioworktimeandprovidethemwithvocalfeedbackwhiletheyareshootingtheirimages.Final/Summative(formal/informal):seerubricbelow

20ptstotal Advanced Proficient Basic MinimalInterpretingArt3pts

StudentarticulatelyemploysaFeldman’smodelofartinterpretationwhilewritingaboutPaglen’swork.

StudenteffectivelyemploysFeldman’smodelofartinterpretationwhilewritingaboutPaglen’swork.

StudentvaguelyemploysFeldman’smodelofartinterpretationwhilewritingaboutPaglen’swork.

StudentimproperlyemploysFeldman’smodelofartinterpretationwhilewritingaboutPaglen’swork.

3pts 2pts 1pt 0ptsContent5pts

Student’sphotosclearlyconveytheideaofinvestigatingtheunknown.

Student’sphotosadequatelyconveytheideaofinvestigatingtheunknown.

Student’sphotosvaguelyconveytheideaofinvestigatingtheunknown.

Student’sphotosdonotconveytheideaofinvestigatingtheunknown.

4-5pts 2.5-4pts 1-2.5pts 0-1ptsArtistContext3pts

StudentarticulatelydescribesindetailhowPagleninspiredtheirimage.

StudenteffectivelydescribesindetailhowPagleninspiredtheirimage.

StudentadequatelydescribeshowPagleninspiredtheirimage.

StudentvaguelydescribeshowPagleninspiredtheirimage.

3pts 2pts 1pt 0ptsProductionContext3pts

Studentprovidesrichexamplesofhowthey’veusedrelevantacademiclanguagetocreatetheirphotos.

Studentprovidesadequateexamplesofhowthey’veusedrelevantacademiclanguagetocreatetheirphotos.

Studentprovidesvagueexamplesofhowthey’veusedrelevantacademiclanguagetocreatetheirphotos.

Studentprovidespoorexamplesofhowthey’veusedrelevantacademiclanguagetocreatetheirphotos.

3pts 2pts 1pt 0ptsPersonalContext3pts

Studentclearlyrelatestheirimagetotheideaofnotknowing.

Studentadequatelyrelatestheirimagetotheideaofnotknowing.

Studentvaguelyrelatestheirimagetotheideaofnotknowing.

Studentdoesnotrelatetheirimagetotheideaofnotknowing.

3pts 2pts 1pt 0ptsAcademicLanguage3pts

Studentknowledgablyapplies6ormoreoftheacademiclanguagetermswhilewritingabouttheirimages.

Studentknowledgablyapplies4-5oftheacademiclanguagetermswhilewritingabouttheirimages.

Studentknowledgablyapplies2-4oftheacademiclanguagetermswhilewritingabouttheirimages.

Studentknowledgablyapplies0-2oftheacademiclanguagetermswhilewritingabouttheirimages.

3pts 2pts 1pt 0pts

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InstructionalMaterials:

KeyholeImprovedCrystal(2011),fromTheOtherNightSkySeries.

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DistantHangar-18Miles(2007),fromPaglen’sLimitTelephotographyseries.

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Trevor Paglen: A contemporary artist who captures America’s secrets through photography. Filter: A camera accessory used to change or distort the image being taken. Composition: The way in which visual elements are arranged in an image. Frame: The imaginary border enclosing a composition. Photography: The process of recording images of life through planned framing with a camera. Focus: The clear and sharply defined condition of an image. Investigation: Detailed or careful examination.

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StudentWorkSamples